It is important to emphasize that it is by means of this law that the professionalization in average education becomes optional for the schools. Considering average education as final stage of the basic education, in the decade of 1990, a significant space for the philosophy confides, exactly with dubiousness of the law n 9,394/96 – Law of Lines of direction Bases of the National Education, determining its approval, when it affirmed that all student to the ending of average education must have ' ' access to the knowledge of necessary Philosophy and Sociology to the exercise of cidadania' ' , but without having the treatment of it disciplines, combining itself in the set of the transversal subjects. Perspective this kept, more ahead, for the National Advice of Education, in 1998, through Resolution CEB/CNE n 3/98, and the PCNEM (1999) under three aspects: ) the precariousness in the formation of philosophy professors; b) the obligatoriness of disciplines would imply in costs/investments for the education system; c) the inclusion of the philosophy would go to reject the model to discipline of the school. After three years it moves in the Chamber and in the Senate a law project that would modify article 36 of the LDB, introducing you discipline them of Philosophy and Sociology in the resume of average education, being approved in these instances, and 2001, vetoed for president Fernando H. Cardoso, pointing two arguments. The first one would be costs, and as, the lack of qualified professors to take care of the requirements disciplines of them. For the defenders of the reinsero of the Philosophy as it disciplines obligator all these arguments were fallacious. In 24 of June of 2003, it has an audience carried through by the Commission of Education, Culture and Sport of the House of representatives, beyond moving in the National Congress a similar project to already presented in the House of representatives, making reference the Declaration of Paris, with the support of the Ministry of the Education, leaving facultative each Federacy the presence to discipline of the philosophy.
Tag Archive: philosophy
Aristotle defines the man as animal rationale, and is this definition, according to aristotelian thought, that distinguished the man from all the other things that they possess livens up. With effect, the conception of the man, since the aristotelian philosophy, is determined by the predicativo rationale; that is, since then, the man is defined as a being capable to think, of, by means of the thought, to create and to recriar. Therefore, ahead of this historical and antropolgica reality, in an educational perspective, I formulate the following questions: in the contemporaneidade, the man if has carried as one to be pensante? The social mechanisms of education have formed independent people, in relation to its facultieses to think and to create, or these mechanisms have formed heternomas masses? In its chronic Mouth of oven, Rubem Alves makes a critical one to the education in the contemporaneidade. According to its words, the education institutions form the pupils in the direction to be not thinking, but repeating of what already it is established as to know and they are passed to them as educational content. ' ' The children are taught. They learn well. So well that they become incapable to think different things. Echoes of taught and learned prescriptions become.
They become incapable to say diferente' ' (ALVES, 1994, p.22). The educators teach everything to them, less to exert the capacity to think, to create new ways to know it, of if venturing in the way of the knowledge without fear to make a mistake. Thus it speaks: I find that the education frequent creates tapirs: people who do not atrevem themselves to leave the learned tracks, from fear of the ounce. Of its tracks they know everything, the minimum details, specialists. But the remaining portion of the forest remains unknown. (Ibidem, p.25). With effect, Rubem Alves still affirms: ' ' tested knowing already has a economic function: to save work, to prevent errors, to become unnecessary the thought.
E thus the identity of each society is its difference in relation to excessively and what it differentiates the societies always are what alone that social group is capable to make, to produce or its form of if holding. Beyond the gastronomia, on the local events, the parties, on the folklore, the popular culture, the identity and the differences depend on several other elements. Because determined locality if it dedicates with priority to the agrarian or agropastoril activity and another one is developed as industrial zone? Because one determined city if detaches as center of superior education and others are dedicated with priority to the commerce? Because determined it would iguaria is appreciated in a locality or region not in others? In the specific case of Rondnia, because some cities had attracted greater number of colonists who others? Which the cultural elements that these colonists had brought of its regions of origin? The reply to these investigations it is what it characterizes the identity of each social group, ' ' eu' ' that it is differentiated of ' ' outros' ' eus. References ARISTOTLE, Politics. 5 ed. 2 reimpres. So Paulo: Martin Claret, 2009.
Available in: < access in 20/10/2011>. Access in 15/12/2011. SHEEP, Neri P. the construction of History and Local History: Challenges to the Professor. In. Published in 04 of June of 2010 available one in < Access in 15/12/2011 FONSECA, Guimares Forest. To make and to teach History. Horizontes beauty: Dimension, 2010 GOMESES, Mrcio Pear tree.
Anthropology: science of the man, philosophy of the culture. So Paulo: Context, 2009 GUIMARES JR, Mrio Jose Lopes. The Cibercultura and the Sprouting of New Forms of Sociability. Work presented in the GT ' ' Nuevos maps culturales: Espacio Cyber y woollen technology virtualidad' ' , in II the Reunin de Antropologia del Mercosur, Piripolis, Uruguay, of 11 the 14 of November of 1997. Available in: . Access in: 28-12-2011 HORTA, Sylvio R.G. the Experience of the life: Subsoil of the Philosophy. Available in: < Access in 3/9/2011 LEVY, Pierre, Cibercultura, So Paulo: publishing company 34, 1999 YOUNG CHICKEN, Mrcia de Vasconcelos. Cultural identity, Lecture carried through during the National Meeting of the Students of Arquitetura (ENEA) in 15 of July of 2004, the Restaurant Station 109, Commerce of the 109 South, Brasilia DF. Available in: Pablo: Scipione, 2010 VERANI, Cibele, Diversity Human being. In
As, pparently, the demand for superior education comes decaying, the facultieses if they come debtors ' ' to dispute in tapa' ' the candidates. As much that if invented up to one such of ' ' vestibular contest agendado' '. It illustrates this what a person said who did not make vestibular contest. It had made registration in an institution of the region, but it was not to make test. Days later, when the period of the school registrations already if had locked up e, as the such course does not fill the vacant total, the citizen receives a phone call, calling it to make school registration: the stated period had been extended But it had not made initial! But, by the way of that these commentaries? It is the question that many must be if making. Commentaries, that the majority of the people makes, throughout the day are alone the day: some for pure fofocante delirium others because they had heard to speak But these commentaries had been motivated by the slips that we saw occurring in the Enem.
Test lacking questions, test with inverted statement in relation to foreseen in the card the reply. The failure in meeting of notice and the position of the MEC, of judges and estudantis entities. Prohibition of spreading of results, rumors of cancellations total partial not cancellation. This without speaking of the commentaries that had run to the untied language for the streets and schools: where we go to stop with this? Only in same Brazil! Nor it could be different, it is public thing. the maledicentes commentaries if alternate. The languages if locate pro and against the Enem. in the way it crossed fire remains the students victims and principal actors of this insoluble and still indefinite drama: more than a hundred of university, beyond other Justinian codes of Superior Education adopts, of some form, the results of the Enem, in its process of admission or to carrear federal resources for the offered stock markets around of the Enem.E the press makes its game: it has as many years exists the Enem.
Toms life was born in Roccasecce in 1221. Although the hostility of the family, entered twirls in it of the Dominican ones, and of 1248 the 1252 were disciple of Great Alberto. To follow it taught in Paris and later in the main European universities (Colony, Bologna, Rome, Naples), as was custom of the Dominican ones. It died in 1274 in the monastery of Fossanova. 2. Anthropology Since the birth of philosophy one of the subjects more argued between the philosophers is the problem of the man.
Of where it comes? What to be man? Which its characteristics that it defines as a being? They are questions of which the Greeks if had set fire to try to understand this being. With You take by Aquino was not different. It also, after a long study, gave its definition of what he would be the man. For this it was based on the thought of Aristotle, one of the most appraised philosopher of old Greece. According to Aristotle, the man is constituted of substance and form as all the beings that substance has, only that in the case of the man the substance it goes to be the body and to form the soul. With this, the Estarigita surpasses the dualism of Plato.
This is the line that Toms de Aquino followed, clearly that, for it to be Christian, it of the felt new one to this thought. The aspects had been many for which Toms study the man, we go here only deepening in them some in which they deserve particular attention. 2.1 The unit of the human being For Toms, as well as was for Aristotle, the man is constituted of body and soul, changedding itself thus into an only one substantiates that it cannot be separate, where stops it soul is the form of the body in which it constitutes the man, without the interposition of any another form.
Cognitiva because she is necessary to form creative people in the direction to obtain to articulate overcoming elements accomplishes of the contradictions of new world-wide order. We consider, therefore, the development of the complexity of the structure human being as a process where the organism and the way exert influence on the individual, not separating the social one of the biological one. In this perspective, the citizen consists through its historical and cultural interactions, transforming them and also being able to be transformed. We complete such idea with the words of Assmann (1996): she is necessary to live the corporeidade stops beyond the traditional dualism brain-mind, body-soul. She is necessary, therefore, as it indicates Moreira (1996), to fight for a Corporal Education that it adopts as principle a learning human being and humanizante, in which the man in its structural complexity can be physiological, biological, psychological and antropolgico. The corporeidade is, exists and by means of the culture it possesss meant. From there the constatao of that the relation body-education, for intermediary of the learning, means learning of the culture ….. ' ' Body that if it educates is human body that learns to make history making cultura' '. Our enrollment in the Motor Education has as a matter of principle the search of the relevance of this disciplines in the context of the Pertaining to school Education, that if materializes in a revision of values where: – the body-object yields place for the body-citizen of the Motor Education; – the mechanical act in the corporal work yields place for the act of the conscientious corporeidade of the Motor Education; – the frantic search of the income yields pleasant practical place for and the playful one of the Motor Education; – the elitist participation that reduces the number of involved in the esportivas activities yields place to a participativo sport with the great number of human beings festejando and if communicating in the Motor Education; – the standardized and unisonous rhythm of the practical one of activities yields place to the respect to the proper rhythm executed by the participants of the Motor Education.